Overview: Blooms Taxonomy (also known as the Taxonomy of educational objectives) is a classification of objectives set up for students, by educators. Essentially what that means is that Blooms Taxonomy is a set of objectives divided into a hierarchical set of three domains, Affective, Psychomotor and Cognitive. The set goal of Blooms Taxonomy is to show educators the difference between each domain so that they can focus on all three and offer student holistic learning. History: Bloom’s Taxonomy is named after Benjamin Bloom, a professor of educational psychology at the University of Chicago who first proposed the idea in 1956 Affective Domain:The Affective Domain focuses on emotional learning, and feelings such as joy or empathy. The Affective Domain is to be used when teaching subjects such as racism. There are five levels in the Affective Domain:
Receiving:This is the initial level of the learning interaction; the student must be engaged and ready to receive knowledge if they are to learn anything.
Responding:The student must actively participate in the learning process, either through interaction, such as group discussion or interaction.
Valuing:The student must find what he or she is learning to be valuable, or worth their time and effort.
Organizing:The student must be able to add his or her own personal knowledge to what is being taught, as well as be able to organize his or her thoughts and information by comparing, relating or elaborating.
Characterizing:The student is now able to take what he or she has learned and turn it into a belief so that his or her behaviour becomes a characteristic.
Psychomotor Domain: The Psychomotor Domain focused on physicality. Subjects that would be taught using the Psychomotor Domain would be courses such as P.E, shop class, Home Economics or any technical classes.
A list of Subcategories (such as those seen in Affective Domain) was never created for the Psychomotor Domain. Wiki viewers are welcome to leave comments as to what they believe these sub domains would be is Bloom had created them.
Cognitive Domain: The Cognitive Domain is the most commonly referred to and highly emphasized domain in Blooms Taxonomy.The Cognitive Domain focused on knowledge and critical thinking.
Knowledge: The student must show that he or she has some previous knowledge of the material being taught. The student can exhibit this by recalling terms or facts.Knowledge of specifics - terminology, specific facts
To display knowledge the educator would ask the student a question such as: What is the health benefit to sun exposure?
Comprehension: The student must show that he or she understands facts by organizing, interpreting, comparing or translating them. The student must be able to prove that he or she knows and understands the facts, rather then having just memorized them.
To display comprehension the educator would ask the student a question such as: Compare the health benefits of excessive vs. minimal sun exposure. 3.Application: The student must be able to use the new knowledge he or she has acquired by applying it to new situations. To display application the educator would ask the student questions such as: Does the UV index affect the health benefits of sun? 4.Analysis: The student must be able to divide their knowledge into subsections and identify motives or causes for the information they have acquired. To display Analysis the educator would ask the student to complete tasks such as: List three reasons why sun exposure is beneficial or detrimental to ones health. Provide references to support your reasoning. 5.Synthesis: The student must be able to combine his or her knowledge in a new way to propose an alternative solution to the question or problem he or she has been presented with. To display Synthesis the educator would ask the student a question such as: Convert an "unhealthy" amount of sun exposure to a "healthy" amount by explaining how one must change their lifestyle. Explain the health benefits of using the method of sun exposure you chose vs. the original ones.
Evaluation: The student must be able to present or defend his or her opinions based on their personal judgements about information provided.
The educator would ask the student questions such as: Do you feel that that excessive sun exposure is healthy? Do you feel that people should take higher precautions about sun exposure? Why or why not?
Blooms Taxonomy
Overview: Blooms Taxonomy (also known as the Taxonomy of educational objectives) is a classification of objectives set up for students, by educators. Essentially what that means is that Blooms Taxonomy is a set of objectives divided into a hierarchical set of three domains, Affective, Psychomotor and Cognitive. The set goal of Blooms Taxonomy is to show educators the difference between each domain so that they can focus on all three and offer student holistic learning.
History: Bloom’s Taxonomy is named after Benjamin Bloom, a professor of educational psychology at the University of Chicago who first proposed the idea in 1956
Affective Domain: The Affective Domain focuses on emotional learning, and feelings such as joy or empathy. The Affective Domain is to be used when teaching subjects such as racism. There are five levels in the Affective Domain:
Psychomotor Domain: The Psychomotor Domain focused on physicality. Subjects that would be taught using the Psychomotor Domain would be courses such as P.E, shop class, Home Economics or any technical classes.
A list of Subcategories (such as those seen in Affective Domain) was never created for the Psychomotor Domain. Wiki viewers are welcome to leave comments as to what they believe these sub domains would be is Bloom had created them.
Cognitive Domain: The Cognitive Domain is the most commonly referred to and highly emphasized domain in Blooms Taxonomy. The Cognitive Domain focused on knowledge and critical thinking.To display knowledge the educator would ask the student a question such as: What is the health benefit to sun exposure?
- Comprehension: The student must show that he or she understands facts by organizing, interpreting, comparing or translating them. The student must be able to prove that he or she knows and understands the facts, rather then having just memorized them.
To display comprehension the educator would ask the student a question such as: Compare the health benefits of excessive vs. minimal sun exposure.3. Application: The student must be able to use the new knowledge he or she has acquired by applying it to new situations.
To display application the educator would ask the student questions such as: Does the UV index affect the health benefits of sun?
4. Analysis: The student must be able to divide their knowledge into subsections and identify motives or causes for the information they have acquired.
To display Analysis the educator would ask the student to complete tasks such as: List three reasons why sun exposure is beneficial or detrimental to ones health. Provide references to support your reasoning.
5. Synthesis: The student must be able to combine his or her knowledge in a new way to propose an alternative solution to the question or problem he or she has been presented with.
To display Synthesis the educator would ask the student a question such as: Convert an "unhealthy" amount of sun exposure to a "healthy" amount by explaining how one must change their lifestyle. Explain the health benefits of using the method of sun exposure you chose vs. the original ones.
- Evaluation: The student must be able to present or defend his or her opinions based on their personal judgements about information provided.
The educator would ask the student questions such as: Do you feel that that excessive sun exposure is healthy? Do you feel that people should take higher precautions about sun exposure? Why or why not?